Ch. 5: Assessment to Facilitate Successful Inclusion

1. Ch. 5: Assessment to Facilitate Successful Inclusion KIN 579: Inclusive Practices in P.E. Drew Miller

2. Objectives • Analyze the ecological approach to assessment vs. traditional assessment • Identify and explain the six phases of the ecological assessment process

3. Link to YouTube Presentation • This presentation deals with information from Chapter 5 of our textbook which is pages 77-110. • http://youtu.be/okLAGCkUEgM

4. Assessment • All programming should be tied to ecologically relevant assessment data = skills child needs to be successful in his/her future environment • Should be sensitive to interests of: -Child -even peers -Parents • WITHOUT = decisions are made on irrelevant information/assumptions = inappropriate PE program

5. Assessment Cont. • CRITICAL, yet often MISUSED part of program • According to IDEA 2004 = part of the IEP process must include assessing all students with disabilities to determine their present level of performance • Used by team to make informed decisions: • Types/intensities of services • Instructional plans • Support • LR placements

6. Legality of Assessment in P.E. • Regulations by IDEA 2004: describe individualized procedures for assessment and decision making, use of teams rather than one person, and role of parents • http://idea.ed.gov/explore/home

7. Traditional Approach to Assessment in APE • Classification, Development of IEP, Placement, Instruction • NOT ecological approach

8. Classification • Determine if APE is needed • Some districts = qualify if they have a particular diagnosis • Students with learning disabilities may have motor learning impairments • Standardized tests: students scores are compared to other students test scores • Many states use set criteria of standardized tests = determine APE • Below 30th percentile or below 50th percentile

9. BOT • BOT or Bruininks-Oseretsky Test of Motor Proficiency = most common • Used to measure specific motor abilities of kids aged 4.5-14.5 • Ecologically relevant? Will a student who performs at 20th percentile have difficulty in GPE? • Same with Physical Fitness Best Test

10. Developing IEP • Already determined need for special services • Important = IEP guides specific activities for year • Traditional = bottom up = standardized tests • Failed test areas = become objectives and focus of IEP • Mostly irrelevant = should be focused on skills needed for GPE or real life situations

11. Placement • Qualified for services, has IEP, next step is where? • IDEA 2004 mandates Least Restrictive Environment • Students with disabilities must be educated with peers without disabilities • Separate PE should only occur when GPE cannot be satisfactorily achieved with the use of aids and services • Goal = GPE. Assessments to determine how much support is needed

12. Placement cont. • Most often = decisions either/or. General PE with no support or separate PE. • Decisions tend to focus on placement options rather than support • Domino effect. Classification → IEP → Placement

13. Instruction • Most relevant part of assessment • How do we reach the goals of IEP? • Usually based on standardized test scores

14. Checking for Understanding • What are the negative aspects associated with traditional APE assessment? Brainstorm as many as you can.

15. Ecological Approach • “top down” • Real world approach • Identify future and current recreation environments • Identify skills needed for these environments • This approach is broken down into Six Phases • Figure 5.2 pg. 83

16. Six Interrelated Phases • Who do we teach (who qualifies for APE)? • What do we teach (long term plan, goals, obj.)? • How do we teach it (instructional planning)? • Where do we teach it (placement decisions)? • Who will teach it (support needs)? • How effective is our program (evaluation)?

17. What Do We Teach? • Difficult task • School usually does not have a recommended assessment tool or criteria to determine • Usually up to GPE teacher/APE teacher • ECOLOGICALLY RELEVANT! • Elementary: motor skills, fitness, behavior/social skills • Middle/HS: sport skills, fitness, behaviors/social skills

18. Who Qualifies? • Must have significant impairments in ecologically relevant motor/sport skills and behavior/social skills. • Assessment figure 5.3 pg. 85 • Compare child's motor skill development to his peers w/out disabilities • Key = Is there a significant impairment that keeps student from participating in GPE?

19. What Do We Teach? • Can't teach everything! • TARGET KEY SKILLS • What skills are critical in student's present/future environments? • Develop vision = dream for child • Target Specific Goals/Objectives: What is important in student's life? Also ask parents. • Student's ability level is not the focus at this point in assessment process

20. What Do We Teach? Cont. • Determine Present Level of Performance • Don't assess all motor patters = just critical skills related to relevant activities • Qualitative (how well skill is performed) and Quantitative (how far, how many, how fast)

21. Developing IEP • Have targeted specific activities and know present level of performance → time to formulate long term goals and short term instructional objectives • Figure 5.10 pg. 94

22. How Do We Teach? • Does the student know the correct components of the skill and just need instruction/feedback? • Knows the components of skill but cannot perform because of motor/sensory impairments? • Most likely needs supplemental instruction and practice

23. Checking for Understanding • What are two positives of using the Ecological Approach vs. the traditional approach to assessment? • What are the three phases of the ecological assessment model we have discussed so far?

24. Instructional Modifications • Teaching style • Class formats • How to present material to student • INCLUSION! = Different students need different levels of instruction • Figure 5.12 pg. 96

25. Communication • How are we going to communicate with student? • Meet with speech therapist • Figure 5.13 pg. 97 • How do the students respond to: • Verbal cues • Gestures • Demonstration • Environmental cues • Physical assistance

26. Alternate Ways to Perform Skills • Breaking down might not be enough = some students may not be able to perform • Provide alternate ways for students to perform

27. Curricular Adaptations • Curricular adaption or equipment adaption? • Most students should be given every opportunity to learn skills without modifications or special equipment • Some adaptations can be used temporarily to motivate or assist

28. Checking for Understanding • Think of an equipment modification one might use in APE. What are possible positive and negative effects on the individual from using modified equip?

29. Where Do We Teach It? • Decisions based on skills that are needed in present and future environments • How well student performs in GPE? • What skills can be done independently • What skills need assistance • What skills need modifications

30. Who Will Teach It? • How much support is needed? Who will provide this support? • May perform fine in GPE • Some may need support from: peers, volunteers, TA's, specialists. • Important to have PE teacher and peers who have knowledge about student being included and ways to include • Most cases: peer tutors/volunteers for minor disabilities; specialists for more severe • Specialist can train peers

31. Evaluating the Program • Critical to determining if student is making progress towards his/her targeted goals • Ongoing evaluation discovers problems • If not conducted at all or just at end of unit, student might be working on skills incorrectly • Can talk to student/parents/peers = perception of program • REEVALUATE Present Level of Performance

32. Checking for Understanding • What are the six phases of the Ecological Assessment Model? How are they all interrelated? • Which phase do you think will be the most challenging for YOU and why?

33. Summary • Assessment is a critical aspect of PE, but often is misused. • Ecological Model of assessment provides specific information that is relevant to teaching students with disabilities • Formal assessments should be used whenever a programmatic decision is made to ensure that the student is receiving the most appropriate program possible

34. Block, M.E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co. • Thank you for your attention and I look forward to answering your questions!